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The present work has the objective of analyzing the obstacles of the teacher formation in front of the inclusion of the students of the regular network of education, being a problematic experienced daily by professors licensed in different fields of action. In this context, the need to identify the real motivations of the educator is notoriously unable to effectively work the inclusion of students with special educational needs. It is still necessary to define the causes and possible solutions for such absence of qualification or even other factors, for example, school and family everyday in which the students are inserted. For this, the bibliographic analysis was used in academic, legal and synthesis texts with the purpose of obtaining reflections about the posture of the graduates in their daily practice in inclusive education and all the nuances experienced in the school context based on a current legislation that guarantees the reach everyone in an egalitarian and efficient way. As a result of this research it was possible to observe the importance of the applicability of this practical and relational knowledge of the specific needs presented in its different contextualizations in educational projects more elaborated, still we are faced with the lack of didactic-pedagogical materials accessible to the student's field of development; with technological, human and physical resources that corroborate an inclusive path of opportunities. In conclusion, from the above, it is understood that the obstacles to inclusive education seen from the perspective of licensed teachers begin from basic policies to teacher training to the use of methods in the classroom. It is a challenge, to make inclusion happen, without losing sight of the fact that in addition to the opportunities, we must ensure not only the development of learning, but also the integral development of the individual as a whole, it is well known that all children must learn together.

OS ENTRAVES DA EDUCAÇÃO INCLUSIVA PELO OLHAR DO PROFESSOR LICENCIADO